Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teacher: Date: Stephen Harvey ove!ber "#$"% Ti!e : Subject: General Music Plan approved by: Grade: 6th

&' !inutes

(ehavioral )bjective*s+: S,(-T co!pare patriotic !usic to .eteran/s Day and the United States of -!erica S,(-T sin0 partner son0s 1ith !ultiple 0roups and2or instru!ental acco!pani!ent S,(-T perfor! 3-!erica the (eautiful4 a capella5 or 1ith instru!ental acco!pani!ent S,(-T perfor! 3-!erica for Me4 a capella5 or 1ith instru!ental acco!pani!ent S,(-T perfor! rhyth!ic acco!pani!ent on percussion instru!ents S,(-T perfor! tonal patterns on !allet instru!ents S,(-T define polyphony Pennsylvania State -cade!ic Standard*s+: 67"7%7- 8no1 and use the ele!ents and principles of each art for! to create 1or9s in the arts and hu!anities 67"7%7( :eco0ni;e5 9no15 use and de!onstrate a variety of appropriate arts ele!ents and principles to produce5 revie1 and revise ori0inal 1or9s in the arts 67"7%7< 8no1 and use funda!ental vocabulary 1ithin each of the arts for!s 67"7%7D Describe and use 9no1led0e of a specific style 1ithin each art for! throu0h a perfor!ance or e=hibition of a uni>ue 1or9 67"7%7H Use and !aintain !aterials5 e>uip!ent and tools safely at 1or9 and perfor!ances spaces 67#7%7- ?=plain the historical cultural and social conte=t of an individual 1or9 in the arts Materials and2or ?>uip!ent: Guitar ?lectric Piano 3-!erica for Me4 fro! the Patriotic Partners son0boo95 by @ohn @acobson *transpose up to <+ o Student/s part is just lyrics 3-!erica the (eautiful4 sheet !usic <hal9board <hal9 Percussion instru!ents o (ells o Ta!bourine o :hyth! Stic9s o <on0a o Tubano Dru!s -cco!pani!ent Paper *:hyth!ic and Har!onic+ Modifications for Andividual Differences: Students unable to use both hands to play instruments can use single-handed instruments, like the maracas -ctivities and Procedures: -nticipatory Set: 1. Students ill do a !ollo and repeat acti"ity to gain !ocus a. #he teacher ill do a !our beat pattern o! body mo"ements that the students ill repeat back to them b. $! students are e%celling at this, you can do it in canon, here you do not pause in bet een mo"ements, so students !ollo immediately a!ter, hile you keep going c. &ithin this e%ercise, you can e"en do "ocal patterns to arm up their "oices '. Ask students hat holiday has (ust passed a. )*eteran+s ,ay.. $! needed, go o"er the de!inition o! *eteran+s ,ay, and hat a *eteran is a. *eteran/ anyone ho has ser"ed in the military at any point 0Army, 1a"y, 2arines, Air 3orce, 4oast Guard5

b. *eteran+s ,ay/ originally called Armistice day, created to thank all those ho ha"e ser"ed our country Ask students hat type o! music do e sing to celebrate our country a. Patriotic Lesson Se>uence: 1. 7a"e students pull out the song, )America the 8eauti!ul- !rom the !olders underneath their desk a. Accompanying on the guitar b. $! need be, re"ie the song, i! students hadn+t gone o"er it yet c. 7a"e students per!orm the song all together '. #each children the rhythm patterns, but patting on your knees a. 9ocated on the !irst line o! your rhythm sheet b. #each them the !irst measure, the try it three times in succession, then add on the last measure c. $! repeated !our times, it+s the entire course o! )America the 8eauti!ul.. :nce it seems that children are getting a hold o! doing the rhythmic pattern, pick people to play at the percussion instruments 6. ;un the rhythmic pattern ith students playing the percussion instruments and others tapping their knees 5. A!ter s itching a !e groups on the percussion instruments, ha"e students sing )America the 8eauti!ul- ith percussion accompaniment 6. 7a"e students gather around the piano ith America !or 2e in their hands <. 7a"e students learn )America !or 2e- by rote a. Also playing parts in the correct octa"e on the piano b. =ou sing and play a line, and they+ll sing it back to you c. 2ake sure pitches are correct or ill not match up ith harmony >. Per!orm )America !or 2e- a !e times to be sure students ha"e it a. Accompanying on the guitar b. =ou can e"en split into groups and ha"e groups sing to each other ?. 7a"e students per!orm )America !or 2e- ith the rhythmic accompaniment 10. Ask students i! they notice anything similar bet een the rhythms in the accompaniment and the song a. #he rhythms line up ith the ords 11. #each students the mallet percussion part by riting the pattern on the board, and demonstrating@practicing ith your hands in the air a. 2irror the students, ho e"er, so you can al ays be atching them b. 7a"e students sing )America !or 2e- hile some do (ust the tonal accompaniment 1'. Per!orm )America !or 2e once more using the tonal and rhythmic accompaniments 1.. A%plain that (ust ith te%tures o! !abric and taste, there are also te%tures o! music 16. $n!orm students that they ill be learning about the musical te%ture called polyphony a. Polyphony B t o or more independent lines o! music playing against each other b. 8reak do n the ords into t o roots i. Poly, meaning more than one ii. Phony, mean sound c. A%plain that an easy ay o! singing polyphony is singing partner songs 15. A%plain to students hat partner songs a. # o songs that can be sang by themsel"es, but also match up together 16. 7a"e students sing either allo ed or to themsel"es )America !or 2e- as you sing )America the 8eauti!ul- or "ice "ersa 1<. 7a"e students sing )America the 8eauti!ul-, then repeat the !orum back and sing )America !or 2e1>. Split the class into t o groups, ha"e one group sing )America the 8eauti!ul- !or one group, and the other group sing )America !or 2e1?. 7a"e students sing both song at the same time a. $! it helps, s itch back bet een the t o di!!erent pieces and sing ith them b. :nce they can solidly sing it, go on '0. #hen select students !rom each group to per!orm the percussion accompaniment ith the partner songs a. 7a"e students do both songs ith rhythmic patterns !irst b. #hen tonal patterns c. #hen ith both accompaniments <losure: 1. Ask students hat types o! songs that celebrate your country a. Patriotic '. &hat types o! songs match up together but can be sung separately a. Partner songs .. Partner songs are an e%ample o! per!orming hat musical te%tureC a. Polyphony ?valuation: Students ill be e"aluated on class participation and deportment -ssi0n!ents: 6.

#here is no assignment !ollo ing this lesson Student Teacher :eflection:

<ooperatin0 Teacher :eflection: